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This edited collection provides research-informed guidance on how
reflexivity may be practised in applied linguistics research.
Specifically, we promote reflexivity as an essential hallmark of
quality research and argue that doing reflexivity confers greater
transparency, methodological rigour, depth, and trustworthiness to
our scholarly inquiries. The collection features perspectives from
different sub-fields of applied linguistics, including
intercultural communication, language education, and
multilingualism, and draws on data from a range of settings,
including language cafes, classrooms, workplaces, and migration and
displacement contexts. Each chapter follows a unified structure:
theoretical background, context of the empirical study used as a
backdrop for the chapter, an analysis of how reflexivity played out
throughout the study, and conclusions which include takeaway points
for other researchers. This approach allows readers to gain a sound
understanding of the challenges and affordances of doing
reflexivity in concrete examples of applied linguistics research
whilst also gaining guidance on how to nurture and report on
researcher reflexivity as this unfolds throughout the lifetime of a
project. This book will appeal to students and scholars in applied
linguistics, particularly those with an interest in research
methods in the areas of language education, multilingualism, and
intercultural communication.
This book critically reflects on the challenges faced by refugee
aspirant professionals in securing employment and the ways in which
professional intercultural competence development and attendant
language learning practices can help facilitate the professional
(re)integration in these communities. The volume draws on data from
a large-scale research project that saw refugee aspirant
professionals, researchers, and volunteer language teachers working
together to develop and operationalise key intercultural skills
needed for professional employment in the UK, the Netherlands, and
Austria, ultimately culminating in a toolkit of free online
resources co-designed to meet the needs of communities and
facilitate the development of these practices across Europe.
Detailed analyses of the data drawn from the project allow for
critical reflections on co-production in intercultural spaces and
researchers' positionality, power relations, and ethical choices in
multilingual contexts. Taken together, the book offers both
theoretical and practical considerations for application beyond the
European context toward better facilitating the professional
(re)integration of migrant communities on a more global scale. The
book will be of particular interest to students and researchers in
intercultural communication, refugee studies, and language
education.
This book offers a unique understanding of how researchers'
linguistic resources, and the languages they use in the research
process, are often politically and structurally shaped and
constrained, with implications for the reliability of the research.
The chapters are written by both experienced and novice
researchers, who examine how they negotiated the use of their own,
and others', linguistic and communicative resources when
undertaking their research in politically-charged, and
linguistically and culturally diverse contexts. The contributing
authors are either from the Global South, or engaged in work which
is contextualised within the Global South; or they face linguistic
structural hegemonies in the Global North which challenge their
research processes. They utilise diverse theoretical,
methodological and disciplinary approaches to produce a collection
of engaging and accessible accounts of researching multilingually
in their contexts. These accounts will help readers to make
theoretically and methodologically informed choices about the
political dimensions of languages in their own research when
researching multilingually.
This book investigates the social, political and educational role
of community language education in migratory contexts. It draws on
an ethnographic study that investigates the significance of
Mandarin-Chinese community schooling in Britain as an intercultural
space for those involved. To understand the interrelation of
'language', 'culture' and 'identity', the book adopts a 'bricolage'
approach that brings together a range of theoretical perspectives.
This book challenges homogenous and stereotypical constructions of
Chinese language, culture and identity - such as the image of
Chinese pupils as conformist and deferent learners - that are often
repeated both in the media and in academic discussion.
This book offers a unique understanding of how researchers'
linguistic resources, and the languages they use in the research
process, are often politically and structurally shaped and
constrained, with implications for the reliability of the research.
The chapters are written by both experienced and novice
researchers, who examine how they negotiated the use of their own,
and others', linguistic and communicative resources when
undertaking their research in politically-charged, and
linguistically and culturally diverse contexts. The contributing
authors are either from the Global South, or engaged in work which
is contextualised within the Global South; or they face linguistic
structural hegemonies in the Global North which challenge their
research processes. They utilise diverse theoretical,
methodological and disciplinary approaches to produce a collection
of engaging and accessible accounts of researching multilingually
in their contexts. These accounts will help readers to make
theoretically and methodologically informed choices about the
political dimensions of languages in their own research when
researching multilingually.
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Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
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